Use of Mobile Digital Technology and iPod Touches in Physical Education

Crawford, Susan; Fitzpatrick, Patricia

doi:10.1007/978-3-642-54146-9_72

Cited by 5 publications

(3 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dispositivos electrónicos portátiles: El uso del teléfono celular, tabletas electrónicas y asistentes personales digitales ha tenido un amplio tratamiento en la literatura (Armour, Evans, Bridge, Griffiths, & Lucas, 2016;Crawford & Fitzpatrick, 2015;Dimitropoulos, 2016;Hung, Shwu-Ching, & Lin, 2017;Rosenthal & Eliason, 2015;Yang, Maher, & Conroy, 2015;Castro & Gómez, 2015), más en los recientes años a partir de la aparición de entornos que facilitan la gestión e instalación de aplicaciones y la aparición de equipos con múltiples sensores que integran funciones de videocámaras, brújulas, podómetros, cronómetros, reproductores de audio y video, entre otros.…”

Section: Principales Líneas De Investigaciónunclassified

Producción científica sobre integración de TIC a la Educación Física. Estudio bibliométrico en el periodo 1995-2017 (Scientific production on the integration of ICT to Physical Education. Bibliometric study in the period 1995-2017)

Ramos

2019

Retos

View full text Add to dashboard Cite

En las dos últimas décadas, la literatura ha aportado argumentos de forma sistemática sobre la utilidad de la integración de las Tecnologías de la Información y la Comunicación (TIC) en la Educación Física. El objetivo de la presente investigación es describir el comportamiento de la producción científica en el área de las TIC y la Educación Física en el período de 1995 a 2017. El estudio se basa en el análisis bibliométrico de publicaciones recopiladas en diversos repositorios de publicaciones científicas. Se recolectó un total de n=521 contribuciones, que incluyen artículos científicos, presentaciones en eventos científicos, tesis, libros y capítulos de libros. Se determinan los autores más productivos, las principales fuentes de información, las principales líneas de investigación y las contribuciones más influyentes. Se encuentra un alto grado de colaboración nacional, un bajo nivel de colaboración internacional y un limitado número de autores con más de una publicación en el tema. En el análisis sobre la madurez del dominio se considera que estamos ante un dominio de conocimientos en fase de crecimiento. Abstract. In recent decades, scientific literature has provided arguments about the integration of Information and Communication Technologies (ICT) in Physical Education in a systematic way. The objective of this research is to describe the trend of scientific production in the area of ICT and Physical Education in the period from 1995 to 2017. The study is based on the bibliometric analysis of publications collected in various databases of scientific publications. A total of n = 521 contributions were collected, including scientific articles, presentations at scientific events, theses, books, and book chapters. The most productive authors, the main sources of information, the main areas of research, and the most influential contributions were determined. There is a high degree of national collaborations but a low level of international ones, and a low number of authors with more than one publication on the subject. In the domain maturity analysis, we can consider this topic as in a growth phase.

show abstract

Section: Principales Líneas De Investigaciónunclassified

Producción científica sobre integración de TIC a la Educación Física. Estudio bibliométrico en el periodo 1995-2017 (Scientific production on the integration of ICT to Physical Education. Bibliometric study in the period 1995-2017)

Ramos

2019

Retos

View full text Add to dashboard Cite

show abstract

“…Others have suggested iPods might be used to send and receive podcasts related to physical education content-this as a "solution" to address the ever-diminishing "face time" available for physical education instruction (Mears, 2009). As is the case with many of these other digital technologies, though anecdotal accounts may suggest many successful and positive uses for iPods, empirical evidence is wanting (Crawford & Fitzpatrick, 2015).…”

Section: Mp3s/ipodsmentioning

confidence: 99%

Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies | Les gadgets au gymnase : l’utilisation des technologies numériques par les enseignants en éducation physique

Robinson

Randall

2017

CJLT / RCAT

View full text Add to dashboard Cite

This article highlights results from a recent study that investigated Atlantic Canadian physical educators' adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators' implementation of digital technologies-as well as an account of the factors that may enable or limit their use. Results suggest that some digital technologies are used more (e.g., audio players, computers) than others (e.g., Dartfish, iTouch). Moreover, a number of external barriers (limitations in time, expertise, resources) and internal barriers (teacher beliefs, established pedagogy) were identified. In light of these results, a number of observations and comments are offered. Results from this research might be of particular interest to those engaged with physical education and technology implementation. RésuméCet article souligne les résultats d'une étude récente qui s'est penchée sur l'adoption et la mise en application de diverses technologies numériques par les moniteurs d'éducation physique du Canada atlantique. À l'aide d'un modèle de recherche faisant appel à des méthodes mixtes (participants au sondage, n = 206; participants au groupe de discussion, n = 12), l'étude entendait fournir un survol limpide de la mise en oeuvre des technologies numériques par les enseignants en éducation physique, ainsi qu'un compte-rendu des facteurs qui peuvent permettre ou limiter cet usage. Les résultats suggèrent que certaines technologies numériques sont plus utilisées (p. ex. lecteurs audio et ordinateurs) que d'autres (p. ex. Dartfish, iTouch). De plus, un certain nombre d'obstacles externes (des limites relatives au temps, à l'expertise, aux ressources) et internes (croyances des enseignants, pédagogie établie) ont été repérés. À la lumière de ces résultats, nous offrons certaines observations et des commentaires. Les résultats de ces recherches peuvent être intéressants pour les personnes qui s'occupent de l'éducation physique et de la mise en application des technologies.

show abstract

“…Notably, physical education (PE), which depends mainly on in-person interactions between educators and students, is more severely hindered by the COVID-19 pandemic. Although certain technologies have been used as tools to enhance students’ learning, these tools cannot and are not meant to replace actual instruction in person ( Crawford & Fitzpatrick, 2015 ; Hung & Chen, 2016 ; Pill et al, 2019 ). Varea and González-Calvo (2020) reported that some physical educators have faced substantial obstacles and setbacks amid the COVID-19 pandemic because of the lack of direct contact with students.…”

mentioning

confidence: 99%

The Role of Novelty Satisfaction in Distance Physical Education During the COVID-19 Pandemic: A Self-Determination Theory Perspective

2022

View full text Add to dashboard Cite

Purpose: To better understand the role of novelty satisfaction in distance physical education (PE) during the COVID-19 pandemic, this study aimed to determine the relationships among students’ novelty satisfaction, basic psychological needs satisfaction, autonomous motivation, effort, and enjoyment and to examine the mediating effects of autonomous motivation in the relationships between novelty satisfaction and effort and enjoyment. Methods: The participants were 332 undergraduate students from 10 PE classes. Structural equation modeling was used for data analysis. Results: Satisfaction of students’ need for novelty and the three basic needs positively predicted autonomous motivation, which in turn positively predicted effort and enjoyment. The relationships between students’ novelty satisfaction and their effort and enjoyment were mediated by autonomous motivation. Conclusion: This study provides important insights into needs satisfaction and motivational underpinnings of outcomes in distance PE during the COVID-19 pandemic. We suggest that future studies develop novelty support strategies based on our findings.

show abstract

Use of Mobile Digital Technology and iPod Touches in Physical Education

Cited by 5 publications

References 23 publications

Producción científica sobre integración de TIC a la Educación Física. Estudio bibliométrico en el periodo 1995-2017 (Scientific production on the integration of ICT to Physical Education. Bibliometric study in the period 1995-2017)

Producción científica sobre integración de TIC a la Educación Física. Estudio bibliométrico en el periodo 1995-2017 (Scientific production on the integration of ICT to Physical Education. Bibliometric study in the period 1995-2017)

Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies | Les gadgets au gymnase : l’utilisation des technologies numériques par les enseignants en éducation physique

The Role of Novelty Satisfaction in Distance Physical Education During the COVID-19 Pandemic: A Self-Determination Theory Perspective

Contact Info

Product

Resources

About